The Power of Nudging: Exploring Three Interventions for Metacognitive Skills Instruction across Intelligent Tutoring Systems
The Power of Nudging: Exploring Three Interventions for Metacognitive Skills Instruction across Intelligent Tutoring Systems
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DOI：
10.48550/arxiv.2303.11965
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发表时间：
2023-03
期刊：
影响因子：
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通讯作者：
Mark Abdelshiheed;John Wesley Hostetter;Preya Shabrina;T. Barnes;Min Chi
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文献类型：
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作者：
Mark Abdelshiheed;John Wesley Hostetter;Preya Shabrina;T. Barnes;Min Chi
演绎领域是许多认知技能的典型特征，因为没有一种单一的问题解决策略总是能够解决所有问题的最佳策略。结果表明，知道如何以及何时使用每种策略 (StrTime) 的学生的表现优于那些既不知道又坚持使用默认策略 (Default) 的学生。在这项工作中，学生接受了支持默认前向链接和后向链接 (BC) 策略的逻辑导师的训练，然后是仅支持 BC 的概率导师的训练。我们研究了三种类型的干预措施，用于教授默认学生如何以及何时对逻辑导师使用哪种策略：示例、助推和呈现。与此同时，StrTime 的学生没有受到任何干预。总体而言，我们的结果表明，Nudge 的表现优于默认同行，并且在两位导师上都赶上了 StrTime。
Deductive domains are typical of many cognitive skills in that no single problem-solving strategy is always optimal for solving all problems. It was shown that students who know how and when to use each strategy (StrTime) outperformed those who know neither and stick to the default strategy (Default). In this work, students were trained on a logic tutor that supports a default forward-chaining and a backward-chaining (BC) strategy, then a probability tutor that only supports BC. We investigated three types of interventions on teaching the Default students how and when to use which strategy on the logic tutor: Example, Nudge and Presented. Meanwhile, StrTime students received no interventions. Overall, our results show that Nudge outperformed their Default peers and caught up with StrTime on both tutors.